Identify the elements of a story that is read aloud to them using Storyline Online.
Compose a story on Kerpoofthat includes the elements (listed in skills above).
Record a read aloud of their story using Jing or other screen share software.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Project Sketch
This activity will be a storytelling project where the students will plan, compose, illustrate, and read aloud a fictional story that is written by them. It will begin by reviewing a variety of stories on Storyline Online (a site where famous actors/actresses read aloud popular children's books).
Then, the class will focus in on a specific book that many are familiar with The Rainbow Fish by Marcus Pfister. While that book is being read aloud by a celebrity, the students will keep track of elements that are included in most stories (see above). Then, they will listen to the story again and complete the elements organizer that outlines each element in further detail.
Once the class sees how an organizer can help an author write a more detailed story, they will be shown the various storylines offered on Kerpoof (fantasy, pirates, rock band...). They will have to choose a storyline, then plan out their story so it includes the necessary elements. Teachers will be able to conference with students who are having trouble with coming up with ideas.
Once the story is drafted, the students will need access to their student Kerpoof accounts (FREE). They will log on and spend a day on the following mini lessons (which are also included in their KerpoofHow To Guide) :.
Setting Design
Character/Object Design
Text Boxes/Speech Bubbles
Then, as students finish their stories, they will conference with the teacher about necessary revisions to text and content.
Once stories are completed, the students will use Jing to record their own read aloud of their story to share with the class. They will do a screen capture of the URL Kerpoof gives the students of their completed story.
Teacher's Role
During this project, the teacher's responsibilities will include:
Brainstorming with students about topic and ideas for story.
Rubric for Storytelling Activity
After reading the article, "How to Use Digital Storytelling in Your Classroom" I put this learning activity together. I agree with the author, Jennifer New, who said, "Though students need some knowledge of how to use equipment, teaching about technology should never be the focus of the curriculum." When assessing my students on this activity (when we are finished, probably after this class is over), my focus will be on the content of their writing, their understanding of the story elements, as well as their overall writing mechanics. Attached is the rubric that I am planning on using to assess this activity. I do have one area devoted to the use of technology, however, that was not my only focus.
Method of Sharing
The students will have a variety of means to share their stories with the people in the class as well as outsiders.
They can post their Kerpoof URL (without their read aloud) of their story for anyone to access as long as they have a computer with Internet access.
Once their read aloud is recorded on Jing, the URL can also be shared with anyone who has a computer with Internet access.
The school will arrange (if possible) time for the class to visit a younger grade where the students can use a SMART Board to present their story to younger students who are being introduced to the story elements.
Reflection (thus far)
Before beginning this project, I did have to make sure I learned how to use Kerpoof myself. I found it was very user friendly and I made the "How To" packet to help them with anything. Setting up individual student accounts did take some time, but not enough to deter me from using the program. Then, when I used Storyline Online, my students were so enthusiastic about reading stories with their favorite actors and actresses. We ended up reading more than I intended during DEAR Time and other less structured times, just because they were so enthusiastic about it. Then, I introduced Kerpoof, I was amazed at their how excited they were to get started. Our students live on computers when they get home, and this project allowed them to really utilize them in class. Some of them were logging in at home, and using some of the other features the program offers. We did have to find computer lab time, but other than that, there were not too many road blocks. As we worked more with Kerpoof, the students impressed me with how intuitive they were. They really were able to use the many features of the program with ease and understood it very quickly. Currently, most of my students have set up every page of their story with settings and characters, and they are now inserting text on their pages. I am going to try to arrange for us to visit one of the primary buildings in my district so they can share their stories. I am very impressed with the results thus far.
Hi Erin, This is a great lesson. In my third grade library classes, we do have lessons based on parts of a book and different parts of the story in the book. This lesson very creative and user-friendly. You have great lessons and ideas in you classroom with the use of multiple technologies. I have learned a lot from you where I would use these strategies and technologies in my classroom too. My ELA director was talking about having a blog for students to review and recommend of books for the next school year. I would like to use your blog of reading 100 stories as a model for our school to use Web 2.0 Technologies in and outside the classroom. It was a pleasure learning from your resources. Good Luck! Tim
Hi Erin, The web tools you chose (Kerpoof, Storyline Online) are wonderful. They are very motivating for students and helpful in propelling the writing process. I am not surprised to hear that the students are really enjoying it. The organization of your project is very easy to follow. How did you find managing the lessons? Could you get to the students adequately in the lab environment set up compared to your regular classroom environment? As always, great job! Regards, Linda
Topic: Story Elements
Skills:
Materials
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
Project Sketch
Teacher's Role
During this project, the teacher's responsibilities will include:
Project Calendar
Rubric for Storytelling Activity
After reading the article, "How to Use Digital Storytelling in Your Classroom" I put this learning activity together. I agree with the author, Jennifer New, who said, "Though students need some knowledge of how to use equipment, teaching about technology should never be the focus of the curriculum." When assessing my students on this activity (when we are finished, probably after this class is over), my focus will be on the content of their writing, their understanding of the story elements, as well as their overall writing mechanics. Attached is the rubric that I am planning on using to assess this activity. I do have one area devoted to the use of technology, however, that was not my only focus.
Method of Sharing
The students will have a variety of means to share their stories with the people in the class as well as outsiders.
Reflection (thus far)
Before beginning this project, I did have to make sure I learned how to use Kerpoof myself. I found it was very user friendly and I made the "How To" packet to help them with anything. Setting up individual student accounts did take some time, but not enough to deter me from using the program. Then, when I used Storyline Online, my students were so enthusiastic about reading stories with their favorite actors and actresses. We ended up reading more than I intended during DEAR Time and other less structured times, just because they were so enthusiastic about it. Then, I introduced Kerpoof, I was amazed at their how excited they were to get started. Our students live on computers when they get home, and this project allowed them to really utilize them in class. Some of them were logging in at home, and using some of the other features the program offers. We did have to find computer lab time, but other than that, there were not too many road blocks. As we worked more with Kerpoof, the students impressed me with how intuitive they were. They really were able to use the many features of the program with ease and understood it very quickly. Currently, most of my students have set up every page of their story with settings and characters, and they are now inserting text on their pages. I am going to try to arrange for us to visit one of the primary buildings in my district so they can share their stories. I am very impressed with the results thus far.
Hi Erin,
This is a great lesson. In my third grade library classes, we do have lessons based on parts of a book and different parts of the story in the book. This lesson very creative and user-friendly. You have great lessons and ideas in you classroom with the use of multiple technologies. I have learned a lot from you where I would use these strategies and technologies in my classroom too. My ELA director was talking about having a blog for students to review and recommend of books for the next school year. I would like to use your blog of reading 100 stories as a model for our school to use Web 2.0 Technologies in and outside the classroom. It was a pleasure learning from your resources.
Good Luck!
Tim
Hi Erin,
The web tools you chose (Kerpoof, Storyline Online) are wonderful. They are very motivating for students and helpful in propelling the writing process. I am not surprised to hear that the students are really enjoying it. The organization of your project is very easy to follow. How did you find managing the lessons? Could you get to the students adequately in the lab environment set up compared to your regular classroom environment? As always, great job!
Regards,
Linda